Students' Performances on Standardized Tests Secondary to Their Work in Classrooms, Says Administrator
Weighing Collingswood's ASK and HSPA test results against those of other school districts is less important than making sure children are individually proficient in reading, writing, and mathematics, says Curriculum Director Thomas Anderson.
Parents should focus on the individual achievements of their children and not the results of standardized tests administered as a component of the federal No Child Left Behind Act, says Collingswood Curriculum Director Thomas Anderson, Ph.D.
Collingswood Patch consulted Anderson for his take on the results of the 2011 ASK (Assessment of Skills and Knowledge) and HSPA (High School Proficiency Assessment) public school examinations, which were released last week.
The tests, which assess “proficiency” in math and language arts, have limited instructional value and can invite any number of flawed comparisons, Anderson said.
“You have to be careful of these one-shot assessments,” Anderson said. “We probably have more variability than many districts because we bring in kids from all over. We have many different types of children.”
At the state level, acting Department of Education Commissioner Christopher Cerf said the test results describe “a persistent achievement gap that leaves our economically disadvantaged, African-American and Hispanic students far behind their peers.
“We must be honest with ourselves and our communities about this achievement gap, and be impatient and relentless in doing everything we can to close it once and for all,” Cerf said.
However, Anderson says any “gap” in test scores would be measured more meaningfully in terms of economics.
“We have a wide variety of incomes in this state,” Anderson said. “Children from impoverished backgrounds do worse. To couch it in racial terms is highly inflammatory.”
According to Anderson, the Collingswood school district has “a great variability in achievement levels because we don’t group our students by ability.”
Furthermore, he says, year-over-year comparisons of the test results are counterintuitive because they judge current-year students against those in prior classes instead of seeing whether the same groups of children improved over time.
In general, Anderson said, “New Jersey does very well on most standardized tests.”
Parents should be more concerned with the efforts of the district to improve its students’ writing and reading comprehension skills, Anderson said. Collingswood is currently two years into a best-practices curriculum that greatly increases the number of books children read at a level appropriate to their comprehension.
“We’re seeing more books taken out of the library, more books being read at home,” Anderson said. “Kids come to us in high school and say, anecdotally, that they’ve never read so much in their lives.”
Establishing a vigorous program that includes supplemental, non-textbook reading in history and science classes is a critical step in preparing students to become college-ready writers, Anderson said.
“I think in writing, kids are used to texting, and texting is not writing for an academic and business environment,” he said. “A lot of your internet work is very superficial writing and very superficial reading.”
Collingswood's results are reflected in the charts below. Click here to see full reports from the state.
Additional reporting by Douglas Bergen.
| Grade 3, NJ ASK: Language Arts | |||
| Partially Proficient | Proficient | Advanced Proficient | |
| Collingswood 2011 | 31.7 | 55.6 | 12.7 |
| Collingswood 2010 | 33 | 59.4 | 7.5 |
| Collingswood 2009 | 27.4 | 66.9 | 5.6 |
| State Average 2011 | 37.0 | 55.8 | 7.2 |
| State Average 2010 | 40.3 | 54.1 | 5.6 |
| State Average 2009 | 37.3 | 56.9 | 5.8 |
| Grade 3, NJ ASK: Math | |||
| Collingswood2011 | 20.6 | 34.9 | 44.4 |
| Collingswood 2010 | 21.7 | 27.4 | 50.9 |
| Collingswood 2009 | 25.6 | 43.2 | 31.2 |
| State Average 2011 | 21.1 | 40.5 | 38.4 |
| State Average 2010 | 21.9 | 41.1 | 37.1 |
| State Average 2009 | 24.8 | 43.3 | 31.9 |
| Grade 4, NJ ASK: Language Arts |
|||
| Partially Proficient | Proficient | Advanced Proficient | |
| Collingswood 2011 | 42.5 | 48.1 | 9.4 |
| Collingswood 2010 | 39.8 | 53.1 | 7 |
| Collingswood 2009 | 33.9 | 58.3 | 7.9 |
| State Average 2011 | 37.3 | 55.5 | 7.2 |
| State Average 2010 | 40.4 |
50.3 |
9.3 |
| State Average 2009 | 37.0 |
56.3 |
6.7 |
| Grade 4, NJ ASK: Math |
|||
| Collingswood 2011 | 23.6 | 38.7 | 37.7 |
| Collingswood 2010 | 24.2 | 49.2 | 26.6 |
| Collingswood 2009 | 31.5 | 35.4 | 33.1 |
| State Average 2011 | 20.7 | 47.2 | 32.1 |
| State Average 2010 | 23.0 |
42.2 |
34.8 |
| State Average 2009 | 27.0 |
45.5 |
27.5 |
| Grade 4, NJ ASK: Science | |||
| Collingswood 2011 | 11.3 | 43.4 | 45.3 |
| Collingswood 2010 | 8.6 | 53.9 | 37.5 |
| Collingswood 2009 | 11.9 | 41.3 | 46.8 |
| State Average 2011 | 10.0 | 42.3 | 47.7 |
| State Average 2010 | 6.6 |
49.2 |
44.2 |
| State Average 2009 | 9.1 |
44.0 | 47.0 |
| Grade 5, NJ ASK: Language Arts |
|||
| Partially Proficient | Proficient | Advanced Proficient | |
| Collingswood 2011 | 42.3 | 52 | 5.7 |
| Collingswood 2010 | 42 | 48.1 | 9.9 |
| Collingswood 2009 | 41.2 | 50 | 8.8 |
| State Average 2011 | 39.1 | 54.8 | 6.1 |
| State Average 2010 | 36.9 |
54.3 |
8.7 |
| State Average 2009 | 34.2 |
57.1 |
8.7 |
| Grade 5, NJ ASK: Math |
|||
| Collingswood 2011 | 22 | 47.2 | 30.9 |
| Collingswood 2010 | 19.7 | 37.9 | 42.4 |
| Collingswood 2009 | 26 | 48.1 | 26 |
| State Average 2011 | 19.4 | 41.1 | 39.5 |
| State Average 2010 | 21.3 |
42.0 |
36.8 |
| State Average 2009 | 22.7 |
45.3 |
32.1 |
| Grade 6, NJ ASK: Language Arts | |||
| Partially Proficient | Proficient | Advanced Proficient | |
| Collingswood 2011 | 29.9 | 56.3 | 13.9 |
| Collingswood 2010 | 42.3 | 51.9 | 5.8 |
| Collingswood 2009 | 28.6 | 61.6 | 9.8 |
| State Average 2011 | 33.3 | 59.4 | 7.3 |
| State Average 2010 | 34.7 | 57.7 | 7.6 |
| State Average 2009 | 30.2 | 62.6 | 7.2 |
| Grade 6, NJ ASK: Math |
|||
| Collingswood 2011 | 23.6 | 54.9 | 21.5 |
| Collingswood 2010 | 36.9 | 53.4 | 9.7 |
| Collingswood 2009 | 24.1 | 49.1 | 26.8 |
| State Average 2011 | 22.7 | 49.8 | 27.6 |
| State Average 2010 | 28.2 | 48.3 | 23.5 |
| State Average 2009 | 29.1 | 45.6 | 25.3 |
| Grade 7, NJ ASK: Language Arts | |||
| Partially Proficient | Proficient | Advanced Proficient | |
| Collingswood 2011 | 30.7 | 59.4 | 9.9 |
| Collingswood 2010 | 29.1 | 53.8 | 17.1 |
| Collingswood 2009 | 27.8 | 50.5 | 21.6 |
| State Average 2011 | 36.7 | 51.0 | 12.3 |
| State Average 2010 | 30.8 | 51.7 | 17.5 |
| State Average 2009 | 28.1 |
53.7 | 18.2 |
| Grade 7, NJ ASK: Math |
|||
| Collingswood 2011 | 31.7 | 51.5 | 16.8 |
| Collingswood 2010 | 27.4 | 53 | 19.7 |
| Collingswood 2009 | 37.1 | 45.4 | 17.5 |
| State Average 2011 | 34.3 | 41.4 | 24.3 |
| State Average 2010 | 35.7 | 39.9 | 24.4 |
| State Average 2009 | 33.7 | 42.6 | 23.7 |
| Grade 8, NJ ASK: Language Arts | |||
| Partially Proficient | Proficient | Advanced Proficient | |
| Collingswood 2011 | 20.2 | 66.9 | 12.9 |
| Collingswood 2010 | 20.4 | 62.2 | 17.3 |
| Collingswood 2009 | 13.9 | 72.9 | 13.2 |
| State Average 2011 | 17.8 | 63.0 | 19.1 |
| State Average 2010 | 17.6 | 64.1 | 18.4 |
| State Average 2009 | 18.1 | 70.9 | 11.1 |
| Grade 8, NJ ASK: Math |
|||
| Collingswood 2011 | 23.8 | 45.9 | 30.3 |
| Collingswood 2010 | 30.6 | 52 | 17.3 |
| Collingswood 2009 | 24.6 | 47.2 | 28.2 |
| State Average 2011 | 28.5 | 41.1 | 30.4 |
| State Average 2010 | 31.5 | 39.4 | 29.1 |
| State Average 2009 | 28.8 | 41.7 | 29.5 |
| Grade 8, NJ ASK: Science | |||
| Collingswood 2011 | 19.5 | 51.2 | 29.3 |
| Collingswood 2010 | 12.2 | 53.1 | 34.7 |
| Collingswood 2009 | 9 | 59 | 31.9 |
| State Average 2011 | 18.8 | 51.9 | 29.3 |
| State Average 2010 | 17.0 | 51.5 | 31.4 |
| Stage Average 2009 | 15.9 | 53.8 | 30.4 |
| HSPA (Typically Given in Grade 11): Language Arts | |||
| Partially Proficient | Proficient | Advanced Proficient | |
| Collingswood 2011 | 7.7 | 80.9 | 11.3 |
| Collingswood 2010 | 11.8 | 79.1 | 9.1 |
| Collingswood 2009 | 18.3 | 69.2 | 12.5 |
| State Average 2011 | 10.5 | 68.8 | 20.8 |
| State Average 2010 | 12.9 | 68.7 | 18.4 |
| State Average 2009 | 16.4 | 70.2 | 13.4 |
| HSPA (Typically Given in Grade 11): Math |
|||
| Collingswood 2011 | 28.9 | 52.2 | 16 |
| Collingswood 2010 | 30.5 | 51.4 | 18.2 |
| Collingswood 2009 | 37.4 | 49 | 13.6 |
| State Average 2011 | 24.8 | 49.9 | 25.3 |
| State Average 2010 | 25.9 | 50.1 | 24.0 |
| State Average 2009 | 27.2 | 49.7 | 23.0 |
| New Jersey Biology Competency | |||
| Partially Proficient | Proficient | Advanced Proficient | |
| Collingswood 2011 | 54.2 | 33.3 | 12.5 |
| Collingswood 2010 | 49.7 | 41.7 | 8.6 |
| State Average 2011 | 42.7 | 38.0 | 19.3 |
| State Average 2010 | 44.1 | 41.7 | 14.2 |
Joanna Mills
2:46 pm on Wednesday, February 8, 2012
"Parents should focus on the individual achievements of their children and not the results of standardized tests…" Seriously?
So instead of comparing our school district/teachers/curriculum/students against other distiricts whose students will be competing
for colleges and jobs against Collingswood kids, we should be like:
"Oh Johnny, you did such a good job reading one book this year. That’s much better than the zero books you read last year"
Well then it's no wonder "We're seeing more books taken out of the library…" - something is better than nothing, right?
Collingswood HSPA is soooo far behind the state average in the Advanced Proficient area for the last two years.
Not just a little behind, but waaaay behind!!
Take a closer look at the HSPA numbers:
State language arts average for Advance Proficient scores have gone steadily UP in the last 3 years - Collingswood has remained virtually the same.
State Math Advance Proficient scores have gone steadily UP in the last 3 years - Collingswood has not.
Oh, wait - we're not supposed to look at that!
Don't measure "year over year" Dr. Anderson? Doesn't every business measure it's performance that way? And education is a business!
tangledup
5:04 pm on Wednesday, February 8, 2012
I'm glad to finally see the "Advanced Proficient" numbers; the presentation at the BOE meeting this fall did not even show them. The district does not seem to encourage students to excel beyond average (at least in the elementary and middle schools); there is a minimal "gifted and talented" program in the elementary schools (one hour per week) and no publication of the honor classes in the middle school, you must specifically inquire about them. There seems to be more time spent explaining and excusing the numbers than is spent trying to improve the curriculum for all the students.
pb
6:24 pm on Wednesday, February 8, 2012
We used to have a great school district. Our problems have nothhing to do with the student, the parents, or the community. The fault lay squarely at the feet of a weak, ineffective school board and , with the exception of Dr. Mac, a horrific administration. Two years ago, at the high school "back to school" night, the parents were informed that the school had the incoming freshman sign a pledge. The "pledge" made by the student was to get a diploma. Get. A. Diploma. That is the best your district expects from your children. How can they succeed with that attitude? it's a full-fledged ghetto mentality at the high school. And again, it's not coming from the students or their parents. It's coming from your school.
Sean Andrew
7:36 am on Thursday, February 9, 2012
Wow - finger pointing on both sides is always productive. Tangled up is right, the Adv Prof numbers should be public and examined to see how they can be improved. I do think the new elementary reading program allows and encourages kids to read at a higher level if it is appropriate while not ignoring kids who fall behind. Not sure that is so in math.
As for pb, take a deep breath and let the racist free. Let 'em free. Feel better? Or do you find comfort in racism? Does it occur to you that some of the students come from homes where their parents or brothers and sisters never made it through high school? Perhaps this is not a goal for all, but for some, it seems like an admirable accomplishment. Of course, you wouldn't know about that. Perhaps you could order a Princeton diploma and have your kids sign it - that may be appropriate for them. What a weak, spineless rant. Your kids attended every school? You know the administrators are "horrific?" Weak, plain weak.
bsdtktr
8:27 pm on Monday, February 13, 2012
I don't think pb's comment is necessarily racist (it could be, but I can't look into his/her mind or heart), but it does point out low expectations and acceptance of mediocrity that has been prevalent and institutionalized in public education for, oh, the last 40+ years.
Which brings us back to the issues noted in the first two posts: how advanced students at the lower levels get virtually no accommodations, and the analytical gaps in results reporting at board meetings. You're right Sean, the new reading program is a good program, but the initial implementation subverted its advantage to advanced students (procedures may have been relaxed, I'm not sure), and the administrators' responses at the public meeting were an Alice-in-Wonderland experience. On math, EverydayMath and Connected Math are both notorious exercises in mediocrity and dumbed-down curricula. The National Math Panel recommendations is good for starters, but I have not yet met a school board member or curriculum person who has read them.